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Intro to Games and
Simulations
   IT 7220
   May 10, 2011
Agenda

  Introductions
  Course Overview
  Flash intro
  Flash Tutorial




                     2
Who is the Instructor?
 Prof. Tim Boileau
 Professional
 Academic
 Hobbies
 Games




                         3
The We is Greater than the Me

  What is your Name?
  What do you do for a living?
  What program are you in?
  What is one interesting thing about you
   (hobbies)?
  What games do you play?
  What (if any) experience do you have
   with Flash (CS4 or CS5)?

                                       4
Why are we here?




                   5
Why are we here?

     What do you expect from this class?




                                        5
Why are we here?

     What do you expect from this class?
       Check all that apply:
        Get a good grade
        Learn to program in Flash CS5/AS 3.0
        Learn how to design instructional
         games/simulations
        Develop skills and have fun


                                                5
Resources - How do we want to learn?

  Syllabus
  BlackBoard Site
  Wiki Site
  IT Lab Server
  Check Bb for announcements
  Download lectures and syllabus




                                    6
Make Sure You Hear From Me

  Go to http://connect.wayne.edu
  Set your email forwarding if you don’t
   regularly check WSU email
      Click Account Management
      Click Set or Change Mail Forwarding
      Enter the email address you use
      Don’t click Save Messages




                                             7
Why Games?

  $ Multi-billion industry surpassing
   Hollywood film industry
  Embedded in popular culture
  Represent more natural ways of learning
   and engagement

     Learning can and should be hard fun!


                                        8
A Look at Games

    Prezi...




                  9
What is a Simulation?
    A model of reality
      Varying degrees of fidelity
      Varying levels of user control

  Used for experimentation,
   demonstration, learning
  Examples
      Nuclear power plant
      Pilot training
      Military combat
      Study of epidemics

                                        10
What is in a Game?

  Objective
  Rules
  Competition
  Randomness or unpredictability
  Designed for fun and sometimes
   learning



                                    11
What is a Simulation-game?

  Based on a model of reality
  Includes competition or randomness
  Usually designed for learning




                                    12
Digital Simulations and Games

  Make it easier to break the rules
  Provides a safe environment for failure
  Automate functions like turns, scoring
  Act as competitor
  Control of physical systems
      Flight simulator
      Human patient simulator




                                       13
Advantages of Games and
Simulations
  Highly engaging
  Promote transfer
  Set in realistic context
  Wide variety of problems
  Reduce cost or risk




                              14
Simulations vs. Games

  Simulations rely on underlying models,
   not prescripted branches
  Games are simulations with the
   aesthetic tuned to create an optimal level
   of engagement
  The effect of the experience adds to our
   ability to think and perform


                                       15
Paradox of Games

  People are willing to spend hours
   figuring out how to advance in a game
  ...but are willing to give up something
   considerably more valuable like learning
   to use a word processor
  As designers, we cannot be about
   designing content
  ...instead, we are designing experiences


                                      16
Engaging Experiences

  Occur when learners are captured, heart
   and mind in learning--they are
   cognitively and affectively connected to
   the learning experience
  Motivate learners to attend to the
   content, provide rich practice activities,
   and fodder for discussion and refinement
   of understanding

                                       17
Learning-Doing Continuum

  Goal is not to help people learn...that’s a
   tactic
  Goal is to target and improve key
   performance indicators, reflected in
   metrics associated with organizations
   and schools
  We must help people do...this is the
   strongest argument for focusing on
   engagement in learning
                                         18
Need to Experience Games

  Buy a lottery ticket
  Go to AddictingGames Website
  Microsoft Midtown Madness
  Roller Coaster Tycoon/2
  Sims
  Whatever your kids are playing!




                                     19
IT 7220

  Is about games and digital media for
   learning
  And Flash
      But it’s not a Flash course
      Goal is to achieve a balance between
       programming and design
    Simulations?
      IT 7510
      Simulations for Learning & Performance
       Improvement
                                              20
Flash CS4
 Most common browser plug-in (98%)
 Allows rich media, animation,
  interactivity
     In IT, we have a particular understanding of
      “interactivity”
     Not just video or “clicks”
     Must engage the mind

   Becoming a standard even for video
       See IT 7230

                                              21
Flash, by any other name...
  Application      Description

  Flash            Flash software application creates and edits artwork and other
                   interactive elements stored in a Flash (.fla) project file. .fla files
                   are exported in the .swf file format, typically embedded in an
                   HTML document and exported to the Web. Other Flash file
                   formats include ActionScript file (.as), video files (.flv), and
                   projector files (either .exe or .app).

  Flash Player     Flash player plays the published .swf files. The Flash plug-in
                   must be installed to see Flash content on the Web. This plug-
                   in comes pre-installed in all browsers, and can be downloaded
                   for free from the Adobe Web site.

  Flash Catalyst   New with CS5. It’s an interactive design tool with workflows to
                   transform static graphic images into interactive Flash objects
                   without programming.




                                                                                 22
Flash Interface (CS4)

 Tools panel                 Property
                             inspector



 Stage

 Stage
 pasteboard


                           Edit bar
    Panels
                        Timeline




                             23
Timeline Metaphor

  Flash is governed by a timeline
  Frame-based
      One frame can be an interaction
      Or just a fraction of a second
      Or call a movie clip with its own timeline




                                               24
Many Tools

    Drawing
      Stroke
      Fill

    Animation
      Shape
      Motion




                 25
And if Flash Won’t Do It …

  There’s Actionscript
  98% the same as javascript
  Lets you build interactivity beyond the
   basics
  Essential for games and simulations
  Our focus is on frame-based games




                                        26
In this unit …

  Introduce yourself to Flash
  Tutorials available at
   http://atomiclearning.com
  Login Credentials:
   Login: WayneState; PW: coed




                                 27
For Next Class...

  View McGonigal video
  View Angry Birds visual and read article
   on “casual games”
  Create Personal page in Wiki
  Start thinking about assignments
  Continue practice in Flash
  Play a game!



                                       28

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Introduction to Games and Simulations

  • 1. Intro to Games and Simulations IT 7220 May 10, 2011
  • 2. Agenda  Introductions  Course Overview  Flash intro  Flash Tutorial 2
  • 3. Who is the Instructor?  Prof. Tim Boileau  Professional  Academic  Hobbies  Games 3
  • 4. The We is Greater than the Me  What is your Name?  What do you do for a living?  What program are you in?  What is one interesting thing about you (hobbies)?  What games do you play?  What (if any) experience do you have with Flash (CS4 or CS5)? 4
  • 5. Why are we here? 5
  • 6. Why are we here?  What do you expect from this class? 5
  • 7. Why are we here?  What do you expect from this class? Check all that apply:  Get a good grade  Learn to program in Flash CS5/AS 3.0  Learn how to design instructional games/simulations  Develop skills and have fun 5
  • 8. Resources - How do we want to learn?  Syllabus  BlackBoard Site  Wiki Site  IT Lab Server  Check Bb for announcements  Download lectures and syllabus 6
  • 9. Make Sure You Hear From Me  Go to http://connect.wayne.edu  Set your email forwarding if you don’t regularly check WSU email  Click Account Management  Click Set or Change Mail Forwarding  Enter the email address you use  Don’t click Save Messages 7
  • 10. Why Games?  $ Multi-billion industry surpassing Hollywood film industry  Embedded in popular culture  Represent more natural ways of learning and engagement Learning can and should be hard fun! 8
  • 11. A Look at Games  Prezi... 9
  • 12. What is a Simulation?  A model of reality  Varying degrees of fidelity  Varying levels of user control  Used for experimentation, demonstration, learning  Examples  Nuclear power plant  Pilot training  Military combat  Study of epidemics 10
  • 13. What is in a Game?  Objective  Rules  Competition  Randomness or unpredictability  Designed for fun and sometimes learning 11
  • 14. What is a Simulation-game?  Based on a model of reality  Includes competition or randomness  Usually designed for learning 12
  • 15. Digital Simulations and Games  Make it easier to break the rules  Provides a safe environment for failure  Automate functions like turns, scoring  Act as competitor  Control of physical systems  Flight simulator  Human patient simulator 13
  • 16. Advantages of Games and Simulations  Highly engaging  Promote transfer  Set in realistic context  Wide variety of problems  Reduce cost or risk 14
  • 17. Simulations vs. Games  Simulations rely on underlying models, not prescripted branches  Games are simulations with the aesthetic tuned to create an optimal level of engagement  The effect of the experience adds to our ability to think and perform 15
  • 18. Paradox of Games  People are willing to spend hours figuring out how to advance in a game  ...but are willing to give up something considerably more valuable like learning to use a word processor  As designers, we cannot be about designing content  ...instead, we are designing experiences 16
  • 19. Engaging Experiences  Occur when learners are captured, heart and mind in learning--they are cognitively and affectively connected to the learning experience  Motivate learners to attend to the content, provide rich practice activities, and fodder for discussion and refinement of understanding 17
  • 20. Learning-Doing Continuum  Goal is not to help people learn...that’s a tactic  Goal is to target and improve key performance indicators, reflected in metrics associated with organizations and schools  We must help people do...this is the strongest argument for focusing on engagement in learning 18
  • 21. Need to Experience Games  Buy a lottery ticket  Go to AddictingGames Website  Microsoft Midtown Madness  Roller Coaster Tycoon/2  Sims  Whatever your kids are playing! 19
  • 22. IT 7220  Is about games and digital media for learning  And Flash  But it’s not a Flash course  Goal is to achieve a balance between programming and design  Simulations?  IT 7510  Simulations for Learning & Performance Improvement 20
  • 23. Flash CS4  Most common browser plug-in (98%)  Allows rich media, animation, interactivity  In IT, we have a particular understanding of “interactivity”  Not just video or “clicks”  Must engage the mind  Becoming a standard even for video  See IT 7230 21
  • 24. Flash, by any other name... Application Description Flash Flash software application creates and edits artwork and other interactive elements stored in a Flash (.fla) project file. .fla files are exported in the .swf file format, typically embedded in an HTML document and exported to the Web. Other Flash file formats include ActionScript file (.as), video files (.flv), and projector files (either .exe or .app). Flash Player Flash player plays the published .swf files. The Flash plug-in must be installed to see Flash content on the Web. This plug- in comes pre-installed in all browsers, and can be downloaded for free from the Adobe Web site. Flash Catalyst New with CS5. It’s an interactive design tool with workflows to transform static graphic images into interactive Flash objects without programming. 22
  • 25. Flash Interface (CS4) Tools panel Property inspector Stage Stage pasteboard Edit bar Panels Timeline 23
  • 26. Timeline Metaphor  Flash is governed by a timeline  Frame-based  One frame can be an interaction  Or just a fraction of a second  Or call a movie clip with its own timeline 24
  • 27. Many Tools  Drawing  Stroke  Fill  Animation  Shape  Motion 25
  • 28. And if Flash Won’t Do It …  There’s Actionscript  98% the same as javascript  Lets you build interactivity beyond the basics  Essential for games and simulations  Our focus is on frame-based games 26
  • 29. In this unit …  Introduce yourself to Flash  Tutorials available at http://atomiclearning.com  Login Credentials: Login: WayneState; PW: coed 27
  • 30. For Next Class...  View McGonigal video  View Angry Birds visual and read article on “casual games”  Create Personal page in Wiki  Start thinking about assignments  Continue practice in Flash  Play a game! 28

Editor's Notes

  1. Learning to Do, not just Learning to Know\n
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  3. My favorite things: iPad; Google (Docs, Calendar, Chrome, Sites, Android...); Sprint Mobile Router\n
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  5. Learning theory\nInstruction design model for games\nFlash programming beyond the basics to intermediate levels\n
  6. Learning theory\nInstruction design model for games\nFlash programming beyond the basics to intermediate levels\n
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  17. Learning can and should be hard fun.\n
  18. The best learning experience generally available are either high-fidelity simulations or interactive sessions with skilled facilitators.\nThe Masie Center found that 70% of survey respondents would be very interested in a learning process that has computer games.\n
  19. A widely cited Forrester report (Hogg, 2002) found that 75% of e-learners do not finish their courses.\n
  20. From Clark Aldrich, “Simulations and the future of learning”.\n
  21. Much more programming focused than last year, based on feedback from participants.\n
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  24. Refer to HOT book\n
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